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This article looks into the ethical issues raised by AI-generated content, focusing on ‘sensitive’ topics like school shootings. As AI technologies progress, there is a greater risk that such information can accidentally reinforce negative narratives, glorify acts of violence, or cause psychological damage to victims and their communities. The study tackles these concerns by estimating the existing ethical frameworks and finding their limitations in dealing with these complicated situations. A main goal of the research is to create a refined set of ethical principles specifically geared to address the risks connected with AI-generated information about school shootings. The paper contains actual experiments using AI models such as ChatGPT, Claude, GigaChat, and YandexGPT to generate and analyze information about school shootings. These experiments highlight important issues in ensuring that AI-generated texts do not reinforce negative themes or cause suffering. For example, while some models, such as GigaChat, declined to generate content on sensitive themes, others, such as ChatGPT, created elaborate texts that risked retraumatizing readers or praising offenders. The findings show that, while current frameworks take into consideration basic concepts such as transparency, accountability, and fairness, they frequently lack precise direction for dealing with difficult issues. To close this gap, the suggested ethical framework incorporates particular content development criteria, stakeholder participation, responsible dissemination techniques, and ongoing research. This paradigm prioritizes the protection of vulnerable people and the prevention of psychological injury.

The article is devoted to substantiate the need to clarify the definition of emotional intelligence (hereinafter referred to as EI). With consideration to the accumulated data on the neurophysiological foundations of EI and psychological trauma, as well as to the methods of psychotherapeutic work of various directions with human emotions and feelings, the introduction of a new element in the definition and structure of EI – emotional sensitivity (hereinafter referred to as ES) – is proposed and argued. ES is considered as the ability to focus attention on your emotions and feelings, be in contact with them, fully experience, be aware of them, immerse yourself into them, live deeply in safe conditions, distance yourself from them if necessary, and return to your experiences again. If the ability to realise one’s emotions and feelings is integrative, affective-cognitive in nature, then ES is the emotional basis of awareness of them, which is proposed to be distinguished separately as an independent and most important element of EI. In general, EI appears as an emotional-cognitive-personal education when the integrative essence of the concept, consisting in the unity of affective and cognitive processes of a person, is emphasised and reflected. In long-term psychotherapy, special and particular attention is given to the development of such an ability as ES. However, due to its important practical significance in people’s daily life, it should be showed in the definitions of EI and remembered in all forms of psychological work with a person.

Problem definition. The uncertainty of the consequences of situations related to stressful situations for the child's psyche actualizes the issue of introducing new approaches, methods and tools of psychological influence that would contribute to the preschooler's ability to overcome stress in a constructive way. Problem analysis. Childhood psychological trauma leaves its mark on the subconscious, can shape a person's worldview, beliefs, and identification of the self. And since trauma affects the levels of primary safety, it creates very powerful patterns in the mind. Signs of childhood trauma include mood swings, guilt, anxiety, feelings of abandonment, confusion and impaired concentration, and withdrawal. The conceptualization of traumatic experience is widely presented in scientific literature: theories of traumatic emotional experience (O.S. Kocharyan, R. Lanius, M. Massey, R. Hammer), conceptual foundations of the subverbal model of client-centered psychotherapy (O.S. Kocharyan), theories and typologies of infantile traumas (Johnson St. M., Burbo L., etc.), theoretical positions of procedural-experiential and emotionally-focused psychotherapy (Greenberg L. and Elliott R.), psychoanalytic theory according to Freud Z., ideas about the formation of early maladaptive schemes (Boterhoven de H., Christopher W., Fassbinder E., Hayes C., Katrina L., Yong J.) and others. However, solving many complex problems remains relevant, one of which includes psychological assistance to the most vulnerable population groups in extreme situations, one of which includes children and work with current traumatic experiences. The purpose of the study is to develop and test a multifunctional tool for working with childhood trauma in conditions of long-term traumatic circumstances. Conclusions. The stories about Hibuki, through which the child identified with the hero of the story, contribute to the restoration of internal mechanisms of the psyche, which help the process of restoring the child's psychological health. A psychologist can use these stories both to rehabilitate a child's psyche and to diagnose his or her emotional state.

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The article considers a new diagnostic category — complex post-traumatic stress disorder (CPTSD), introduced into the International Classification of Diseases (ICD-11). Differences in the mechanism of influence of situational and prolonged trauma are analyzed. CPTSD diagnostic criteria are compared to PTSD and BPD (borderline personality disorder) symptoms. The term “disturbances in self-organization” is analyzed, which explains the main mechanism of the impact of complex trauma and includes emotional dysregulation, disturbances in self-perception and relationships. Psychotherapeutic approaches developed for PTSD were shown to be insufficient for the treatment of CPTSD. The article reviews an approach to CPSTD therapy based on the consensus of experts in the field of post-traumatic stress and its possible limitations are discussed. “Component based psychotherapy” — another approach to CPTSD therapy — is described. Specific features of psychotherapy for complex trauma are discussed.

The article summarizes empirical studies on the problem of genetic predisposition to post-traumatic stress disorder. It is showed that the development of some symptoms of post-traumatic stress disorder is caused by neurobiological mechanisms, the functioning of which depends on the expression of specific genes. Differences in the effectiveness of the use of certain types of psychological assistance can also be associated with the influence of genetic factors. A review of the most relevant patterns is presented. More specifically, this is the effect of the gene of brain-derived neurotrophic factor (BDNF) as well as the genes of serotonergic (SLC6A4, SLC6A3), dopaminergic (DRD2, COMT), hypothalamic-pituitary-adrenal (FKBP5, ADCYAP1) systems on the manifestation of symptoms of post-traumatic stress disorder. Based on the results of genome-wide association studies, assumptions are made about the role of genes (RORA, NLGN1, TLL-1, PARK2, PODXL, SH3RF3, and ZDHHC14) in the pathophysiology of post-traumatic stress disorder. The issue of the applicability of genetic testing in the practice of psychological assistance to individuals with post-traumatic stress disorder is considered. The question of the applicability of genetic testing to improve the diagnosis and development of a personalized strategy for clinical and psychological intervention is discussed.

The article provides data from a survey of 61 children (members of families of militants of the Islamic State terrorist organization) released from an Iraqi prison. Mental, psychological and behavioral disorders identified during clinical and psychological examination are described. The role of multiple psycho-traumatic factors in the construction of mental disorders in children who are forced to stay in a zone of local military conflict for a long time and survived heavy losses is shown. Based on the results, 6 groups were identified, united by similar symptoms and gender-age characteristics. It is noted that such general psychodynamic trends as a delay in psychophysical development and pedagogical neglect come to the fore, accompanied by situationally caused anxiety-depressive reactions provoked by additional psycho-traumatic factors (separation from mother, change of habitual settings and environment). The necessity of taking into account the religious, ethical and ethno-cultural characteristics in the examination and development of a set of rehabilitation measures for these children is shown. Attention is focused on the difficulties of adaptation and rehabilitation of this population in a society which is new for them, constant dynamic monitoring of the examined is justified.

The practice of conduct of operations has proven that not every participant in these events endures painlessly the extreme conditions of the battle for their mental health. Under the intense influence of psycho-traumatic factors of the combat environment, a law enforcement officer can get mental disorders of various degree of severity, which lead to a partial or complete loss of combat capability. The author has provided results of studying mental health of law enforcement officers – participants in the anti-terrorist operation after a month of their last business trip. Mentally healthy law enforcement officers had high stress, depletion of internal resources, the formation of an accentuation of personality and symptoms of emotional burnout with a reduction in professional duties, which can lead to emotional problems (anxiety, affective fluctuations, decreased productivity). This category of law enforcement officers requires the conduction of psycho-correctional measures. Law enforcement officers with moderate degree of post-traumatic disorder have increased affective instability, flatness and conservatism; psychosomatic and vegetative disorders have emerged, indicating the need for psychological assistance to these individuals, despite the absence of clear PTSD clinical criteria. Law enforcement officers, who received psychological assistance in connection with clear features of post-traumatic disorder, on the background of significant reduction of psycho-pathological symptoms, there is tendency to socially approved behaviors, while emotional limitation – “insensitivity”, is formed, which is evidenced for the need to conduct psychological rehabilitation with them. It has been substantiated that, regardless the degree of psychological trauma, at different stages of psychological support of the professional activities of law enforcement officers, it is necessary to carry out psycho-correctional measures.

Based on the analysis of existing developments in the field of automation of psychological and psycho-physiological testing procedures, as well as own empirical studies of combat psychological trauma of servicemen – combatants, the authors within the scientific research “Development of Preventive Program of Post-Trauma Stress Disorders of Servicemen of the National Guard of Ukraine”, have offered own approach to the creation of the complex of automated methods for determining resistance to psychological trauma by the combat experience, presence / absence of the features of post-traumatic stress disorder, presence / absence of psychological trauma of the combat experience The specified automated complex allows to get test results for each respondent in each method and to make complete characteristics of his mental health with the consequent possibility to convert textual information into a Microsoft Word document. Such a psycho-diagnostic testing document (profile) contains information about the respondent (last name, first name, middle name, group number), as well as numerous results of passing each psychological test (title, time, date, basic indicators) and their interpretation. If any test is failed, a record on its failure is made in the profile. While passing the main tests of the complex there is information in the profile about the type of psychological trauma of a person and the description. The use of the automated psycho-diagnostic complex “Combat Psychological Trauma of Individuals” improves the accuracy, efficiency and effectiveness of the psychological work of psychologists of military units of the National Guard of Ukraine in assessing the level of psychological trauma by the combat experience. The practical component of the automated psycho-diagnostic complex is the formation of recommendations based on the obtained test results, with the determination of the possibility of servicemen further engagement to participate in combat operations.

Present article describes the results of the study of the experience of the situation of the offense by adolescents who have come into conflict with the law as a traumatic event. The study involved 129 adolescents 15-17 years. The target group included 31 15-16-year-olds on probation and 33 17-year-olds serving sentences in the Mozhaisk educational colony. The control group consisted of 32 teenagers 15 years 33 teenagers 17 and 32 students 21-23 years. The study carried out using the technique of Scale assessment of the impact of traumatic events (Impact of Event Scale-R, IES-R). The results obtained describe how adolescents, which committed a crime, perceive the situation of the offense, especially if it was associated with causing significant physical harm to a particular person. Adolescents serving sentences in a colony experience the most intense feelings about the situation of the offence, and their experiences are traumatic.

The article states that posttraumatic stress disorder, as a consequence of the manifestation of stress-related effects, is characterized by the symptoms such as: traumatic event experience, symptoms of avoidance and physiological hyperactivation, unmotivated vigilance and constant readiness for danger (danger). A clinical picture of PTSD is presented including: social avoidance, distancing and alienation from others, sleep disorders, alcohol or drug abuse, high levels of anxiety or psychological instability, behavioral changes, antisocial behavior or wrongful acts, depressive, suicidal thoughts. Depressive disorders for DSM-5 are presented. Social stress disorder is manifested to clinical (psychological reactions) and clinical (neurosis, patho-haematological development of personality, alcoholism) disorders. The main clinical manifestations of social stress disorder are: autonomic dysfunction, sleep disturbance, asthenic disorder, hysterical disorders, panic disorder, other neurotic and psychopathic disorders. Attention is drawn to the fact that early prevention and effective diagnosis with the use of types of psychological care will contribute to the complete processing and neutralization of socio-psychological maladaptation and to eliminate the long-term consequences of stressful effects.

The paper focuses on revealing psychological issues in the adaptation of children, including the ones with disabilities, which are deprived of parental care and are raised in foster families. The paper describes psychological features of relative caregivers, outlines the specifics, dynamics and contributing factors of anxiety in children deprived of parental care as well as in biological children of foster carers. Also, the paper reviews the specifics of relationships between relative carers and children with disabilities, the former’s approaches to raising a disabled child. Much attention is drawn to the difficulties in childrearing and teaching experienced by the caregivers. The paper concludes that there is a strong need for support from social workers and family intervention specialists. Supported within the framework of the state task FGAU "FIRO", research topics of the 25.304.2016/NM "Complex social-psychological support of foster families who foster orphans and children left without parental care, including children with disabilities"

The article is devoted to the new aspects in the study of the history of post-war Germany, revealed in the book written by Sabine Bode «Post-war children - born in the 1950s, and their fathers-soldiers». It discusses the contribution made by Bode in the study of mental and psycho-emotional consequences of the Second World War and the «exclusion of the past», which is reflected in the fate of the post-war children and continues to have an impact on the socio-political life of the Federal Republic of Germany up to the present day. Nevertheless the article criticizes an excessive preoccupation of the monograph with the descriptions of the individual biographies to the detriment of analysis.

The article is devoted to the new aspects in the study of the history of post-war Germany, revealed in the book written by Sabine Bode «Post-war children - born in the 1950s, and their fathers-soldiers». It discusses the contribution made by Bode in the study of mental and psycho-emotional consequences of the Second World War and the «exclusion of the past», which is reflected in the fate of the post-war children and continues to have an impact on the socio-political life of the Federal Republic of Germany up to the present day. Nevertheless the article criticizes an excessive preoccupation of the monograph with the descriptions of the individual biographies to the detriment of analysis.

We present the results of research and practice of professionals providing psychological support to the subjects of education environment in crisis situations, as well as the author experience in providing emergency counseling. We emphasize that the effectiveness of psychological support is determined by interaction between experts of the same and others departments. We describe the limits of competence of educational institutions specialists. A special role in the provision of psychological support is given to the teacher as an expert closest to a child, providing link between students, their parents and psychologists. We propose the necessity for teachers’ capacity using and early providing them with information and psychological support. We describe a system of crisis psychological aid in educational institutions and define the boundaries of professional competence based on the observed reactions to traumatic events, their intensity and totality.